Provide an alternative      perspective on how worldviews influence attitudes, behaviors, and values      within ethnic and racial groups.

/in /by

Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Sue, D. W., & Sue, D. (2016). Read a selection of your colleagues’ postings. I need this completed by 03/30/18 at 8pm.

Respond by Day 5 to all of my colleagues’ postings in one or more of the following ways:

  • Provide an alternative      perspective on how worldviews influence attitudes, behaviors, and values      within ethnic and racial groups.
  • Suggest another way that the      historical aspect influences the group’s worldview.

Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made. If a post already has two responses, you must choose another post.

Please thoroughly read the Discussion Posting and Response Rubric attached to evaluate both the posts and responses. There are four components evaluated for each Discussion Post and Response.

1. Responsiveness to Discussion Question /9

2. Critical Thinking, Analysis, and Synthesis /9

3. Professionalism of Writing /5

4. Responsiveness to Peers /9

To get the highest grade possible, ask yourself if you have SURPASSED the following standards as you re-read your posts BEFORE submitting them:

1. Response to Peers: Do my peer responses indicate that I have read, thought about, and selectively responded to my colleague’s discussion posts in a complex way? Are my responses engaging, insightful, reflective of current events, or relevant to some experience I have had? Rather than just demonstrating agreement with the ideas presented by a colleague, or randomly quoting some resource in order to satisfy a formulaic inclusion of a citation and a reference, you are encouraged to provide an engaging response post which specifically builds upon the ideas of your colleague in an original and substantial manner, including relevant professional resources that go beyond what you are required to read for the course.

1. (K. Den)

Impact of History on Worldview

Ethnic groups have shared history.  Due to this shared history, they have acquired attitudes, beliefs, values, and behaviors which are unique to them.  This discussion will provide a brief summary of one aspect of the history of Asian Americans and Pacific Islanders, explain the impact of this historical aspect on their worldview, provide an explanation of how their worldview and current perceptions may influence their attitudes, beliefs, values, and behaviors, and identify how individuals and families navigating biracial or transracial identities might be impacted.

One Historical Aspect of Asian American and Pacific Islanders and Impact Upon Their Worldview

Asian and Pacific Islander cultures tend to be hierarchical and patriarchal.  Ba Jin writes in The Family (2015) about the difficulties of living in such a family.  The children are expected to obey the parents and the grandparents.  It is particularly difficult for the granddaughter, Choi, who feels she must proclaim that she is a person just as they are to the family (Jin, 2015).  Traditional Asian families still adhere to this structure, with males and older individuals occupying a higher status (Sue & Sue, 2016).  This has an impact upon Asian American and Pacific Islanders worldview.  Due to the history of hierarchical and patriarchal relationships, Chinese American students place greater value upon filial piety and obedience to their parents than European Americans do (Sue & Sue, 2016).  European Americans tend to value independence over obligations to their families.  This has implications on their attitudes, beliefs, values, and behaviors.

Influence on Attitudes, Beliefs, Values, and Behaviors

Identifying the structure of the family is very important when working with Asian American families, as the structure dictates their attitudes, beliefs, values, and behaviors.  For example, traditional Asian American families will address their communication to the therapist rather than to one another because it is more congruent with their cultural values (Sue & Sue, 2016).  Understanding the hierarchal nature of their values and beliefs is important to ensure one does diagnose a problem which is not actually occurring.  It is also important to check for changes of status within the family unit, as this can have a negative impact upon interactions.  For example, if a male has lost status outside of the family (for example he lost his job), he will try harder within the family to retain that status (Sue & Sue, 2016).  Understanding the historical context which influences the current value system is important to understanding the family structure and its members.

Navigating Biracial or Transracial Identities

Coming from different backgrounds can make being a couple or family difficult, as one has to navigate through the individual members historical backgrounds.  Society does not make it any easier, as it wants one to box oneself into a neat little package and identify as one ethnic identity, not multiple ones.  There are challenges which come along with being biracial, such as society identifying children of white and black couples as exclusively black, when it does not do so to other pairing, such as white and Asian (Sue & Sue, 2016).  Another issue biracial people face is racial ambiguity.  This is an issue because sometimes, a person doesn’t have the ability to answer questions of ethnicity, or the person feels there’s a negative connotation, or the person being asked is made to feel as though they don’t belong (Sue & Sue, 2016).  Being forced to identify with one culture when a person has one or more racial or ethnic identities can make a person feel torn as to which identity they should identify with.

Conclusion

History has an impact upon the cultural values groups adhere to.  These values have an impact upon how families interact with one another.  Understanding and acknowledging these values is important to be successful as a counselor.  It is also important when helping clients from different backgrounds understand where each member is coming from.

References

Jin, B. (2015). The family. Beijing: Foreign Languages Press.

Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice (7th ed.). Hoboken, NJ: Wiley.

2. (B. Mar)

Latina/o Americans are presently the vast minority group in the United States currently holding 17.1% of the total population (Sue & Sue, 2016). Latinas/os are referenced individuals that live in the U.S. however, they are descents of Mexico, Puerto Rico, Cuba, the Dominican Republic and Central or South America (Sue & Sue, 2016). Under this vast umbrella of Latin America, there are very specific groups that have vastly different cultural beliefs and values but in the eyes of Americans, those differences are overlooked and they become viewed as one in the same (Colney, Rabinowitz, & Matsick, 2016). Furthermore, around 37% of Latina/o Americans are classified as immigrants including 11% that are born into this culture who become U.S citizens (Sue & Sue, 2016). In addition, this discussion will explore a historical occurrence of Latina/o Americans and the worldview and influence that are key aspects of how these individuals are viewed.

Historical Experience of Latian/o American

The Latina/o American group have dealt with the prenotion and stereotype of being called “Hispanics”, strong workers, looked at as the lowest toll of the labor pool, and often taken advantage of because they show no proper legal status (Sue & Sue, 2016). In addition, he/she is viewed as an individual who is willing to accept what Americans consider “bottom of the barrel” jobs. In this population, many families are living below the poverty line and living with multiple families within the home (Sue & Sue,2016). Due to this lack of income, they are stuck in the “rat race” trying to find their way out. Many of these families lack the basic education required to obtain minimum wage employment so in an effort to make ends meet they pull their children from schools to obtain “under the table jobs” in order to stay afloat (Rosa, 2016). As a result, they feel that there is no advancement or real way to be successful in America (Sue & Sue, 2016).

Worldview and Influences

The Latina/o American group follow the perceptions and stereotypes and are often taken advantage of because they show no proper legal status (Sue & Sue, 2016). Although it is acknowledged that they have multiple individuals in their households, many fail to understand that barriers that correspond with having multiple individuals in their household (Sue & Sue, 2016). The father holds is typically the responsibility, the children are to be obedient, a mother is portraying self- denial and the grandparents are to give wisdom and light (Sue & Sue, 2016). This entails that their worldview focuses on and consists of the family as a unit and doing what needs to be done to maintain their families in the fast-growing realms of America.

The norm for Latina/o Americans is to adjust their attitudes and behaviors to the Euro- American in order to maintain the family structure insight of their beliefs and values that family ranks above all (Sue & Sue, 2016). These norms create difficulties and alienate the understanding and communication of Latina/o Americans and their culture. According to Sue & Sue nearly half of Latina/o, Americans express their concern for their families and closest friends fitting into the cultural norm and excelling. Latina/o Americans make an effort to avoid any conflict because many are undocumented. They try to maintain balance providing an example of their culture and how their families are to be portrayed (Colney, Rabinowitz, & Matsick, 2016).

Navigating Biracial or Transracial Identities

Individuals in the Latino/a American group have to find and maintain a balance between the two cultures and avoid the biases in preferring one over the other. Furthermore, because there are so many biases and stereotypes against all groups of biracial or transracial individuals, they would have to learn to function at a level that allows he/she to fit into society. That includes implementing his/her own cultures and the Western culture.

Conclusion

The Latino/a American culture is one that has strong family ties and are often stereotyped and misjudge due to what we think is the “American way”. There is a strong misunderstanding of being labeled as “Hispanics” or individuals who are here illegally with no opportunity or room to grow or make a difference (Sue & Sue, 2016). Many of these individuals conform to the societal norm but also struggle to find a balance between their ethnic groups. Western cultures fail to acknowledge the differences within the Latin culture and instead of utilizing these differences for a good they view it as negative. By uplifting this group and embracing their differences it will provide them opportunities to overcome barriers and stereotypes placed upon them.

References

Conley, T. D., Rabnowitz, J. L., & Matsick, J. L. (2016). U.S. ethnic minorities’ attitudes towards Whites: The role of shared reality theory in intergroup relations. European Journal Of Social Psychology, 46(1), 13-25.

Rosa, J. (2016). Racializing language, regimenting Latinas/os: Chronotope, social tense, and American raciolinguistic futures. Language And Communication, 46(Fashions of Speaking and the Temporalities of Self-Fashioning), 106-117.

Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice (7th ed.). Hoboken, NJ: Wiley.

3. (P. Mar)

Historical Heritage Worldview

In this discussion, I will introduce Asian tradition and evolutionary changes. In the Asian community festivals are a way to keep their heritage alive. The religious traditions and rituals emphasis on practice over doctrines and theology (Roemer, 2007). The Gion Matsuri Festival is a popular purification ritual the Japanese celebrate for nearly the entire month of July as an attempt to appease spirits that cause severe illness. During 869 C.E., Kyoto was infested with a series of epidemics, when 66 spears represented Japan province were destroyed this action symbolized the eradication of the disease (Roemer, 2007). A local boy is selected to become a divine messenger. The culture demands the chosen boy feet are not allowed to make contact with the ground from the 13th though the 17th, until he is paraded through town. Over the generations, the ceremony has transformed from an ancient ritual to a festive event displaying Kyoto unique culture. The event exemplifies a huge block party with colorful yukata robes, life-sized dolls, traditional parade floats, and victuals.

.

Influence on Attitudes, Beliefs of Tradition

When people of Asian culture establish themselves in American, they are challenged to maintain their cultural roots. The historical impact relating to the worldview of the Japanese culture views the Goin Matsuri Festival as a way to demonstrate respect for the afterlife. The festival can be linked to the positive psychological wellbeing that embodies certain morals that focus on the individual and collective lifestyle development (Roemer, 2010). The respect of customs of the festival in many way is reflective of home changing atmosphere. Roemer (2010) suggests that Japanese elders expressed a strong positive relationship between social and spiritual support. Roemer (2010) found in the Goin Festival to be a positive self-evaluations within the festival context are important component of their positive well-being.

The Japanese culture has been greatly impacted the group members worldviews. Many Asian traditions are being challenged. As Asian Americans become exposed to the standard, norms, and values the result increases cultural assimilation and acculturation (Sue, & Sue, 2016). Although the Japanese’s culture has absorbed and innovated foreign cultures, it pays more attention to preserving traditions and the respect of the historical heritage (Wei, 2017). The group members roles in the family are evolving just like the modern festivals. Once considered typical gender roles are being shifted, which provides women more choice selection and men are assuming more supportive responsibilities in the family unit.

Influence of Worldview

Asian Americans are conflicted with maintaining and reforming to cultural expectations. When an individual undergoes acculturations conflict by assimilating into the dominant society, separate from Asian traditions, integrates values both cultural group values or marginalize his or her own’s culture as negative (Sue, & Sue, 2016). The American culture aims towards self-promotion and depending on the children being involved with family structure management. Sue and Sue (2016) suggests that Asian families have a family and group orientation with little interest in children’s viewpoint regarding family matters. In contrast to the Asian American viewpoint, the African and Latin Americans incorporate children as an extension of the parenting network. The Asian American family communication flows downward from parents to children and maintain primary allegiance to parents (Sue, & Sue, 2016). This ideal is contrary to the African and Latin American culture, which believe allegiance is to family and not restricted to parents only. In traditional Asian culture, the duty and obligations remain as parents being the focal point of the family. As the younger generation gains new cultural awareness, the gap of traditional ties will slow unraveling.

Conclusion

The Asian community relies heavily on tradition and rituals. As a younger generation becomes embedded with new cultural awareness a rift separates family values and tradition. The American culture contradicts the religious beliefs of the traditional Asian family system. The younger generation is more accepting of new beliefs, which causes modern generations of children to struggle with conflict of holding on to Asian traditions. The Gion Matsuri Festival is a constant reminder of the heritage being lost as a result of becoming an Asian American. The opposing cultural traditions collide, leaving a new undefined perspective that is constantly changing the society today.

References

Roemer, M. K. (2007). Ritual Participation and Social Support in a Major Japanese Festival. Journal For The Scientific Study Of Religion, 46(2), 185-200.

doi:10.1111/j.1468-5906.2007.00350.x.

Roemer, M, K. (2010). Shinto festival involvement and sense of self in contemporary Japan. Japan Forum, 22(3/4), 491-512. doi:10.1080/09555803.2010.533506.

Wei, L. (2017). Cultural Connotation and Contemporary Value of Japanese Garden. Agricultural Science & technology, 18(10), 1929-1934.

Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice (7th ed.). Hoboken, NJ: Wiley.

Required Resources

Readings

· Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice (7th ed.). Hoboken, NJ: Wiley.

o Chapter 16, “Counseling Asian Americans and Pacific Islanders” (pp. 501-523)

o Chapter 17, “Counseling Latinas/os” (pp. 525-547)

o Chapter 18, “Counseling Multiracial Individuals” (pp. 549-569)

o Chapter 21, “Counseling Jewish Americans” (pp. 615-632)

· Document: Mini–Case Studies (Word document)
These case studies are provided to support your completion of this week’s Assignment.

Media

· Laureate Education, Inc. (Executive Producer). (2012c). Inter-ethnic relations: Counseling interventions across demographic boundaries. Baltimore, MD: Author.
Note: The approximate length of this media piece is 10 minutes.
In this video, Drs. Derald Wing Sue, Teresa LaFromboise, Marie Miville, and Thomas Parham discuss counseling groups of people who come from different ethnic backgrounds.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Optional Resources

· Microtraining Associates (Executive Producer). (2011). Counseling Filipino Americans: Part 1 [Video file]. Retrieved from http://ctiv.alexanderstreet.com.ezp.waldenulibrary.org/search/seriesid/154/sortby/title (approximate length: 31 minutes)

· Microtraining Associates (Executive Producer). (2011). Counseling Filipino Americans: Part 2 [Video file]. Retrieved from http://ctiv.alexanderstreet.com.ezp.waldenulibrary.org/search/seriesid/154/sortby/title (approximate length: 35 minutes)

· Microtraining Associates (Executive Producer). (1994). Specifics of practice for counseling with Latinos [Video file]. Retrieved from http://ctiv.alexanderstreet.com.ezp.waldenulibrary.org/view/1778732 (approximate length: 71 minutes)

· Microtraining Associates (Executive Producer). (n.d.). Counseling the multiracial population: Couples, individuals, families [Video file]. Retrieved December 24, 2012, from http://ctiv.alexanderstreet.com.ezp.waldenulibrary.org/view/1778780 (approximate length: 75 minutes)

Design a correlational study to investigate the relationship between these two variables. What is your hypothesis? How will you operationally define and measure the two variables?

/in /by

In each of the following cases, identify which experimental design was used and why the researcher may have chosen that design.

  1. In order to compare the effectiveness of two different types of therapy for depression, depressed patients were assigned to receive either cognitive therapy or behavior therapy for a 12-week period. The researchers attempted to ensure that the patients in the two groups had a similar severity of depressed symptoms by administering a standardized test of depression to each participant, then pairing them according to the severity of their symptoms.
  2. To assess the difference in reading comprehension between 7 and 9-year-olds, a researcher recruited a group of each from a local primary school. They were given the same passage of text to read, and then asked a series of questions to assess their understanding.
  3. To assess the effectiveness of two different ways of teaching reading, a group of 5-year-olds were recruited from a primary school. Their level of reading ability was assessed, and then they were taught using scheme one for 20 weeks. At the end of this period, their reading was reassessed, and a reading improvement score was calculated. They were then taught using scheme two for a further 20 weeks and another reading improvement score for this period was calculated. The reading improvement scores for each child were then compared.
  4. In order to assess the effect of organization on recall, a researcher randomly assigned student volunteers to two conditions. Condition one attempted to recall a list of words that were organized into meaningful categories; condition two attempted to recall the same words, randomly grouped on the page.

Discussion 2 Conducting Research Activity
Pick one research topic and answer the following questions.

Research Topic #1: The relationship between audience members' opinions of a movie and their mood.

Research Topic #2: The relationship between the amount of time couples spend together and their relationship satisfaction.

Research Topic #3: The relationship between self-esteem and test performance.

Research Topic #4: The relationship between time spent listening to Heavy/Speed Metal music and aggression.

Directions:

  • Design a correlational study to investigate the relationship between these two variables. What is your hypothesis? How will you operationally define and measure the two variables?
  • How will you obtain a random sample of participants?
  • Assume that your study produces a correlation of .56 between the two variables (between liking the movie and audience members’ happiness). What are at least three possible causal explanations for this relationship?
  • Now design an experimental study to investigate these variables. What is your hypothesis? What type of hypotheses does the experimental method allow you to test that the correlational method does not?
  • What is your independent variable? What is your dependent variable?
  • How will you make sure that the study has high internal validity? Will you use random assignment to conditions?
  • Do any ethical concerns about the treatment of participants emerge from your experimental design?

Discussion 3  Research Study Discussion

Much of today’s research in Psychology comes from colleges and universities. Research your college or a near-by state institution and identify one current study that is under way. Provide a brief overview of the research and whether or not the findings of that research would be of value to you someday.

Discussion 4  Personality Disorder Activity

The traits associated with personality disorders are often prototypes of characters in book, movies, and television. Pick three characters from a book, a movie, TV show or a video game with personality disorders. For each, complete the following:

Describe the character, the situation and the disorder.
Describe the traits of that disorder.
Identify the traits of what the character does or says that indicates the disorder

Respond to the following exercises from Chapter One of The Literature Review in 150 to 200 words each. For the Additional Question, record the research and null hypotheses for your project.

/in /by

 

Respond to the following exercises from Chapter One of The Literature Review in 150 to 200 words each. For the Additional Question, record the research and null hypotheses for your project.

 

 

 

  • Exercise 1.1: Discovering the Subject of Your Interest or Issue of Inquiry
  • Exercise 1.2: Understanding the Personal Viewpoint
  • Exercise 1.3: Selecting the Focus of Your Study
  • Exercise 1.5: Developing Your Interest Statement

 

 

 

Additional Question: What are your research and null hypotheses?

 

 

 

Excercise 1.1: Discovering the Subject of Your Interest or Issue of Inquiry

 

1. What is your personal interest or issue?

 

 

 

2. What are the component parts of this interest?

 

 

 

3. Why did you become curious about this question?

 

 

 

Excercise 1.2: Understanding the Personal Viewpoint

 

1. What previous knowledge do you have about your interest?

 

 

 

2. What personal experience do you have that influences you about this issue or interest?

 

 

 

3. What are your beliefs, biases, and opinions about this interest or issue?

 

 

 

4. What predisposes you to certain conclusions about the issue or concern of study?

 

 

 

5. How will you identify and isolate your personal bias, opinion, feelings, and intuition to preserve your neutral position as a researcher?

 

Excercise 1.3: Selecting the Focus of Your Study

 

Remember to write out your answers in detail so that you end up with a useful reference page.

 

1. Clearly identify the focus of the study interest.

 

 

 

2. Are you looking at individuals, groups, or organizations?

 

 

 

3. Specifically name the individuals, groups, or organizations that you plan to study.

 

 

 

Excercise 1.5: Developing Your Interest Statement

 

This exercise combines and patterns the information gathered from your free writes. Reflect on and analyze the written information produced by the earlier exercises, and develop a specific statement of interest. Initially, this statement could be a single question or a declarative sentence. Make it clear and concise. Develop a second statement that defines the significance of the research. Finally, write a statement that clearly defines beliefs, values, biases, and opinions, noting how you will neutralize them when following your research.

 

Using the information you have developed through your introspective work produced in Exercises 1.1 through 1.4, answer the following three questions.

 

1. What is your specific research interest?

  1. The interest, issue, or concern of my research is (answer in seven sentences).
  2. Cross out the two least important sentences without changing the key idea.
  3. Cross out any words or phrases that can be removed without changing the meaning.
  4. Reduce your remaining draft to three sentences.
  5. Be sure your final three sentences identify the subject (What are you studying?), perspective (How are you looking at it?), and vantage point (What academic field will you use?).

 

 

 

2. What contributions to the field make this research important?

 

 

 

3. What are your beliefs, values, biases, and opinions?

  1. How will these beliefs, values, biases, and opinions help you in conducting your research?
  2. How will you prevent the tendencies contained in your personal viewpoint from affecting the necessary neutral stance of a researcher?

 

 

 

 

 

 

 

 

 

Assignment 2

 

An annotated bibliography is a reference list in which each entry is followed by an annotation or description of the source. For this assignment, do the following:

 

 

 

  • Use the same format as the University of Phoenix Material: Annotated Bibliography Formatting Sample. 

 

  • Include an APA-formatted title page. 

 

  • Include four to six peer-reviewed sources. 

 

  • Include a one-paragraph annotation in your own words for each source. 

    This will be the basis for your literature review in the Research Proposal assignment.

     

    Assignment 3

 

Assessment Worksheet

 

 

 

Using the Mental MeasurementsYearbook, identify three measures of the constructs you are studying for your research question

 

 

 

  1. What is your research question? 

     

     

  2. Write a testablehypothesis for your research question. 

     

     

  3. What constructs is your research question investigating? 

     

     

  4. Using the Mental Measurements Yearbook, provide the following information for three measures of the constructs: 

 

  1. What is the test? Include the name and authors. 

     

     

  2. How is the test used? Include the target population, how the test is administered, and what information it provides. 

     

     

     

  3. What is known about the test’s psychometric properties, such as reliability and validity? 

     

     

     

  4. Why would the test be useful for your study? 

 

 

 

Assignment 4

 

Steps for Creating Methodology

 

Using Figure 1.2 in Ch. 1 of Exploring Research, create a flowchart using Microsoft® Word or a similar program that helps you identify what research design to use for your research question.

 

 

 

 

 

Assignment 5

 

Ethical Standards Summary

 

Write a 500- to 750-word summary of the ethical issues that affect your selected research question and methodology, including the following:

 

  • Write a brief statement of the research question.

 

  • List the possible ethical issues, such as consideration of characteristics of your sample, type of data collection, potential for bias, and so forth.

 

  • Identify and cite the APA ethical standard concerning the issue.

 

  • Respond to each issue, specifying how you, the researcher, will minimize or eliminate it.Format your summary consistent with APA guidelines.

     

    Assigment 6

    Research Proposal

    Write a 1,400- to 1,750-word research proposal including the following:

 

  • Introduction, including purpose and importance of your topic
  • Literature review based on the Annotated Bibliography assignment
  • Research questions and hypothesis
  • Methods: sample, procedure, and analysis
  • Ethical considerations
  • Discussion: expected results, conclusions, and limitations
  • ReferencesAssignment 7

    Online students must complete an 8- to 10-slide Microsoft® PowerPoint® presentation. Both modalities must include the following:

     

 

  • Abstract, including the research question
  • Prior research: literature review
  • Purpose
  • Methods
  • Expected conclusions
  • References

Describe the paper’s overall thesis.

/in /by

The primary goal of your final assignment is to critically analyze the specific topic (The Affordable Care Act 2010) regarding American national government.

You have been preparing for this final assignment each week by constructing an Annotated Bibliography (Week 2) and a detailed outline of the Final Paper’s main points (Week 3) in which you focused on the following:

  • Historical and constitutional basis for the American Government’s structure
  • The system of checks and balances
  • The various roles (e., public opinion, media, special interest groups, etc.) concerning public policy and elections
  • The voting system and election process.

In addition, you have read the course text and course readings, reviewed videos, and researched additional material for each week’s assignments and this paper. This week, you will put all of those outlines, readings, reviews, and research together to evaluate policymaking and government program administration into one Final Paper.

Reflect on what you have learned about the key structures, systems, roles, and processes that embody our national government. Think about the strengths and weaknesses, advantages and disadvantages, and positive and negative impacts of these aspects of our democracy. Use what you have learned so far to evaluate a specific policy of our national government and recommend ways to enhance what works and repair what is not working well. It is important that your Final Paper utilizes your previous research and assignments, including the feedback that you received from the Ashford Writing Center in Week 4. The assignment should also showcase what you have learned in the course. While your previous assignments will serve as a strong base for this assignment, it is very important that you implement feedback from your instructor and the Ashford Writing Center, as well as further expand on the material. Appropriate transitions and headings are needed to ensure a cohesive Final Paper.

The Final Paper should utilize the POL201 Final Paper templatePreview the document which will be attached and should be at least six pages in length (not including title page and references) and based on your previously submitted assignments. It is important to utilize APA Style Elements (Links to an external site.)Links to an external site.headings for major sections of your paper in order to ensure that the paper is easy to follow.

Scaffold your paper around the following outline:

  • Title page (see Introduction to APA (Links to an external site.)Links to an external site.)
  • Introduction (half page) (see Introductions & Conclusions (Links to an external site.)Links to an external site.)
    • Describe the paper’s overall thesis.
    • Provide an overview of main points.
  • First Main Point (one to one and a half pages) describes the historical and Constitutional basis of American government’s structure and how this relates to the policy.
    • Describe the main point.
    • Support the main point with research.
  • Second Main Point (one to one and a half pages) explains how the policy is involved within the process of checks and balances.
    • Describe the main point.
    • Support the main point with research.
  • Third Main Point (one to one and a half pages) describes how the policy relates to public policy and elections and how the policy is portrayed by the media.
    • Describe the main point.
    • Support the main point with research.
  • Fourth Main Point (one to one and a half pages) explains how the policy impacts voting and the election process.
    • Describe the main point.
    • Support the main point with research.
  • Conclusion (see Introductions & Conclusions (Links to an external site.)Links to an external site.)
    • Review your main points.
    • Review your overall thesis.
  • References page (see Formatting Your References List (Links to an external site.)Links to an external site.)

The Final Paper Assignment

  • Must be at least six double-spaced pages in length (not including title and references pages) and formatted according to APA Style (Links to an external site.)Links to an external site. as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least eight scholarly sources in addition to the course text. A minimum of five of the resources must be from peer-reviewed scholarly sources from the Ashford University Library.
    • The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)Links to an external site. table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

***REFERENCES USED IN PRIOR ASSIGNMENTS:

Barrilleaux, C., & Rainey, C. (2014). The politics of need: Examining governors’ decisions to oppose the “Obamacare” Medicaid expansion. State Politics & Policy Quarterly, 14(4), 437-460.

Fine, T. S., & Levin-Waldman, O. M. (2016). American government (2nd ed.). Retrieved fromhttps://content.ashford.edu/

Foster, R. S. (2010). Estimated Financial Effects of the’Patient Protection and Affordable Care Act,’as Amended. DIANE Publishing.

Hendricks, J. A. (2014). The new-media campaign of 2012. In R. E. Denton, Jr. (Ed.), The 2012 presidential campaign: A communication perspective (pp. 133–156). Lanham, MD: Rowman & Littlefield.

Major, M. (2014). The unilateral presidency and the news media: The politics of framing executive power. New York, NY: Palgrave Macmillan

McCombs, M. (2014). Setting the agenda: The mass media and public opinion (2nd ed.). Cambridge, UK: Polity.

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